Merry Kidz Day Nursery

Merry Kidz Day Nursery
Unique reference number (URN): EY554651
Address: The Pineapple, Garratt Way, Manchester, Lancashire, M18 8HE
Type: Childcare on non-domestic premises
Registered with Ofsted: 09/02/2018
Registers: EYR, CCR, VCR
Registered person: Merry Kidz Childcare Limited
Inspection report: 14 April 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Strong standard
Achievement Strong standard
All children, including children with special educational needs and/or disabilities and children
who are disadvantaged, achieve extremely well. Practitioners quickly identify gaps and
provide targeted support. Children gain a firm foundation in the prime areas of learning
supported by the setting's 'golden goals'. Children are showing increasing independence
and confidence, forming secure relationships and managing their feelings effectively.
Children develop their physical skills, showing increasing coordination and control of their
bodies through active play opportunities.
Children are consistently engaging in purposeful learning. They are strengthening their
language and communication skills. Children demonstrate confidence as they share their
knowledge of animals and enjoy discussing the differences between a hen and a chicken.
Children show high levels of motivation and engagement when learning about spring
through planting seeds. They sustain focus and show pride in their achievements. Children
form secure early mathematical skills as they confidently create patterns with loose parts.
They develop resilience and strengthen their smaller physical skills when using tongs to pick
up stones. All children are well prepared for their next stage of learning, including school.
Behaviour, attitudes and establishing routines Strong standard
Leaders have embedded a culture that is respectful and promotes positive behaviour.
Practitioners have implemented effective routines and strengthened the environment. This
includes the use of calm areas to support children to begin to self-regulate and understand
their emotions. Leaders have reviewed the key-person system to ensure that there are clear
processes in place when a key person changes. They know the children in their care
extremely well, including their current learning needs, next steps and how they are going to
support each child's learning. Children settle well upon starting, and leaders work closely
with families to encourage regular attendance.
Practitioners skilfully adapt their practice to enable all children, including those with special
education needs and/or disabilities and those that are disadvantaged, to engage in joyful
play experiences. They help all children to play together harmoniously. Practitioners are
excellent role models for children. They teach children about respect and how to care for
others. Children develop extremely positive attitudes to learning. For example, they eagerly
share the eggs for making dinner and take turns using the spray bottles to water the seeds.
Key persons have developed nurturing relationships with the children in their care.
Practitioners give explicit praise to children, recognising their efforts, thoughts and
contributions. For example, when children take part in circle time, practitioners praise them
for sharing their ideas. This builds children's confidence and self-esteem.

Children's welfare and wellbeing Strong standard
Leaders have a comprehensive understanding of the community and the children attending
the setting. Leaders and practitioners place a high emphasis on children's emotional
wellbeing and sense of belonging in the setting. Leaders train practitioners around the
expectations of the key persons. This ensures that practitioners have a secure
understanding of their role. Practitioners form secure attachments with children, which
supports them to settle quickly in the setting. For example, when children arrive, they
happily greet practitioners, hanging their bags and coats before joining their friends to play.
Leaders ensure that children have healthy meals and snacks. Practitioners are vigilant and
actively supervise when children are eating and going to sleep. Practitioners support
children to understand how to keep themselves safe, including babies. For example, babies
respond positively as practitioners encourage them to finish what they are eating before they
reach for more fruit. Practitioners encourage children to be independent through daily care
routines, such as toddlers wiping their own noses and encouraging babies to wash their
hands before snack. Leaders and practitioners support initiatives to promote healthy
lifestyles, including oral care, and have received awards from the council for their
engagement.
Leaders and practitioners have created an inclusive and respectful setting where diversity is
celebrated and children and parents and/or carers are valued. Leaders provide opportunities
for children and practitioners to share their culture through cultural days and resources.
Curriculum and teaching Strong standard
Leaders have created a curriculum that specifically meets the needs of children and the
community. They use the abbreviation 'ABC', standing for 'Active, Belong and Confidence',
as the basis of their curriculum. Leaders and practitioners have clearly embedded this
curriculum through the day-to-day activities and experiences for children. Pre-school
children happily plant seeds for their garden, and toddlers play in small groups, developing
their social skills.
Leaders and practitioners design a curriculum that is clearly sequenced using 'golden goals'.
These are tailored goals to meet the specific ages and stages of development of all children.
Leaders and practitioners ensure that the activities build on what children know and can do.
For example, they play alongside toddlers making 'tea' for a 'tiger', modelling new
vocabulary. This helps children to widen their language skills.
Practitioners respond to children swiftly and use rich language through stories and activities.
Children engage with joy and excitement. For example, practitioners use tone, intonation
and facial expressions to bring stories to life, creating enthusiasm and excitement for
learning. Practitioners consistently follow children's interests to skilfully extend their
emerging language and thinking. They introduce rich vocabulary, such as 'juicy' and
'crunchy', during play and adapt activities as children's focus moves. For example, children
explore fruit in the role-play area and then transfer this to the water play. Staff maintain a
clear focus on supporting language. Practitioners adapt their practice based on the needs of
the children. For example, they support children who speak English as an additional

language by using visual cards and key words. Practitioners that speak the same language
support learning and communication with parents and/or carers, where possible.
Inclusion Strong standard
Leaders and practitioners have clear processes to support children with special educational
needs and/or disabilities. They assess children's needs effectively, identifying barriers to
learning, and create individual plans. Practitioners successfully implement plans that support
children's learning and development. For example, they consistently use objects of
reference to help children to make choices, picture lanyards and visual routine boards to
support children's understanding of what is happening next. Practitioners create inclusive
spaces to support children's sensory needs, such as calming areas with a variety of sensory
materials and equipment. Leaders and practitioners work effectively with parents and hold
regular Team Around the Child meetings. They work with other agencies to ensure that there
is appropriate support for children. Leaders and practitioners review individual plans on a
termly basis to ensure that they continue to meet children's specific needs. They review the
impact of the plans and how well children are making progress, adapting strategies where
needed.
Leaders reduce barriers to learning by using the early years pupil premium effectively. They
use this to buy specific resources or to cover the cost for meals at the setting. Leaders
support children who are disadvantaged through the many initiatives that they access for the
setting. These include being part of the pilot scheme for a programme to support children's
fundamental movement skills. This training is impacting positively on children's physical
development, increasing their confidence in their own abilities. Furthermore, practitioners
have gained deeper understanding of how to support the physical development of younger
children.
Leadership and governance Strong standard
The leadership and governance team has a clear and ambitious vision for the setting and for
making a difference in the local community. Leaders have made significant changes to how
they empower their team and have refined systems and processes since the last inspection.
Leaders have reviewed and implemented changes to support the effectiveness of the key-
person system, including training for practitioners and in handover processes for parents.
Leaders have also strengthened the practice around documenting medical needs and
administering medication to children.
Leaders and practitioners are passionate and committed to the setting, children and
community. They ensure that children, particularly those with special education needs and/or
disabilities (SEND) and children who are disadvantaged, receive high-quality education to
give them the best start in life.
Leaders have created a culture of continuous improvement and learning in the setting. This
is having a positive impact on practitioners' confidence and morale. Leaders ensure that
professional learning is tailored to meet the needs of individual practitioners. They take part
in a variety of professional learning initiatives that support children's movement,
understanding of equality, language and social skills. Practitioners use this learning to adapt
their practice and implement new activities to support children's learning in these areas.

Leaders support and follow up professional learning effectively to ensure consistency of
practice. This includes video recording practice and regular support from the local authority
adviser.
Leaders work effectively with parents and/or carers, encouraging them to be an active part
of the setting. They provide opportunities for parents to read stories to children and borrow
library books and learning packs so that learning can continue at home. Leaders have
developed learning programmes to support parents and the community, such as 'Merry Kidz
Together'. This provides parents with support and opportunities to connect on a social media
platform to share their learning and knowledge of SEND with a wider community. Leaders
have developed successful relationships with external agencies to support children with
SEND. This ensures that children with SEND have tailored and effective support plans in
place alongside expert guidance for practitioners.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Inspector:
What it's like to be a child at this setting
Children experience a setting that brings joy to their learning. They laugh and giggle as they
read stories with an animated practitioner. Children engage in rich learning opportunities that
are thoughtful and interactive. They are immersed in learning and eager to take part in all
activities. Children are confident and capable. They confidently lead their own learning, and
practitioners skilfully use these moments to seamlessly weave in all areas of learning
through their play. For example, children learn about counting through stacking and
weighing stones. Children achieve extremely well from their starting points.
Children have a secure sense of belonging in the setting. They are welcomed warmly by
caring practitioners who know them extremely well. Children share their culture through
events and are proud of their heritage. They play together well, taking turns and sharing
resources. Children and their parents and/or carers are valued and contribute to the life of
the setting through events such as reading stories to children.
Children thrive in a setting where practitioners meet their needs and offer a range of
opportunities to learn and grow. They spend their time playing, engaging alongside
practitioners who are passionate and caring. Children are happy, settled and eager to learn.
Next steps
Leaders should ensure that there is continued reflection on the setting's successful work
within the community to remove barriers to children's learning and wellbeing so they
continue to thrive.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator
and parents during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Anna Marshall
About this setting
Unique reference number (URN): EY554651
Address:
The Pineapple
Garratt Way
Manchester
Lancashire
M18 8HE
Type: Childcare on non-domestic premises
Registration date: 09/02/2018
Registered person: Merry Kidz Childcare Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Manchester
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 14 April 2026
Children numbers
Age range of children at the time of inspection
8 to 55
Total number of places
75

Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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